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Article
Publication date: 1 March 2007

Ashley de Waal-Lucas

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in…

Abstract

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.

Details

Social Studies Research and Practice, vol. 2 no. 1
Type: Research Article
ISSN: 1933-5415

Book part
Publication date: 18 February 2011

Ramona Maile Cutri

Purpose – This narrative inquiry explores one teacher educator's curriculum making process (Connelly & Clandinin, 1992) to elicit teacher candidates' emotional and analytic…

Abstract

Purpose – This narrative inquiry explores one teacher educator's curriculum making process (Connelly & Clandinin, 1992) to elicit teacher candidates' emotional and analytic engagement with multicultural education.

Approach – Three semesters of fieldnotes, from one teacher educator's planning and execution of a blended learning format multicultural teacher education course, with face-to-face classes and asynchronous instruction through technology, document her struggles to create a blended learning curriculum model that explicitly addresses ways to impact teacher candidates' dispositions toward multicultural issues.

Findings – The inquiry raises hopeful questions about the possibilities of using stories and technology in a multicultural teacher education blended learning delivery setting. Additionally, the inquiry highlights fruitful tensions involved in making space for the stories of teacher candidates from both nondominant and dominant culture to become part of the curriculum of the class.

Research implications – Narrative inquiry's application as an empirical research method in the field of multicultural education is demonstrated. Highlighted particularly is the capacity in narrative inquiry methods to document places of tension and inclusion in multicultural teacher education.

Value – Awareness of the potential of storied ways of approaching diversity and the benefits of negotiating the tensions involved are of value to teacher educators exploring curriculum making in a blended learning format. Blended learning is reconceptualized beyond the blending of face-to-face and technologically mediated class sessions to include a notion of blending planned and lived curriculum and public and private learning opportunities.

Details

Narrative Inquiries into Curriculum Making in Teacher Education
Type: Book
ISBN: 978-0-85724-591-5

Keywords

Article
Publication date: 24 April 2020

Soo Jung Lee, Kyung Eun Jahng and Koeun Kim

This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture.

Abstract

Purpose

This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture.

Design/methodology/approach

This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame.

Findings

First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to distinguish and exclude a so-called different minority from the unnamed majority, race enables the possession of cultural capital. Third, insufficient social capital identified with resources emerging from social networks positions students from multicultural families as a perpetual minority. As the accumulation of various forms of capital secures power and privilege (Bourdieu, 1986), multicultural education in its current state would continuously reproduce the existing power dynamics where students from multicultural families are subordinate.

Research limitations/implications

Given this, policies for multicultural education in South Korea should cover a wide range of issues, including race, class and network and be redesigned to resolve realistic problems that have been hidden under the name of celebration of culture.

Originality/value

The Korean multicultural education policy has not been analyzed through Bourdieu’s concept of capital. Using a different theoretical viewpoint would be valuable to figure out the problems underlying the policy.

Details

Journal for Multicultural Education, vol. 14 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 11 May 2010

Youngdal Cho

The rising number of marriages between a Korean husband and a foreign wife, the growing influx of foreign migrant workers, and the ongoing entrance of North Korean defectors have…

Abstract

The rising number of marriages between a Korean husband and a foreign wife, the growing influx of foreign migrant workers, and the ongoing entrance of North Korean defectors have diversified the racial and ethnic composition of student populations in South Korea. The increased diversity in student populations presents serious challenges to Korean schools that have long been accustomed to homogeneous population and culture. The current study provides an overview of the current educational conditions of “multicultural students,” encompassing three major groups: children of international-marriage couples, children of foreign workers, and children who are North Korean defectors (or born in South Korea to parents who are North Korean defectors). In particular, current school attendance of children from multicultural families and the educational challenges they face in school and at home are described. Then, this study introduces current policies and programs enacted by various agencies to deal with the diverse needs of those multicultural students and also to increase awareness among citizens of multicultural issues. Finally, this chapter closes by suggesting directions for further policies and efforts to promote multiculturalism in Korean education.

Details

Globalization, Changing Demographics, and Educational Challenges in East Asia
Type: Book
ISBN: 978-1-84950-977-0

Article
Publication date: 25 January 2024

Miftachul Huda and Abu Bakar

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in…

Abstract

Purpose

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

Design/methodology/approach

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

Findings

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

Originality/value

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

Article
Publication date: 24 March 2022

Ali Hassanpour, Sedighe Batmani and Keyvan Bolandhematan

This paper aims to identify and investigate barriers to multicultural education in Iran.

Abstract

Purpose

This paper aims to identify and investigate barriers to multicultural education in Iran.

Design/methodology/approach

This research is a qualitative research that was done using the phenomenological method. Participants included all experts and key informants in the field of multicultural education in the country who were selected as a statistical sample in different stages of the research using purposeful sampling. The semi-structured interview was used to collect information. Two ways, including member checking and external auditing, were used to validate the information. The thematic analysis method (theme analysis), which is based on open and core coding, was used to analyze the data.

Findings

The interview data revealed that barriers are generally identified in both structural and executive parts. The structural part had two main obstacles, political and scientific-professional, and the executive part had two technical and socio-cultural barriers. Also, barriers to multicultural education in curriculum design are the ideological education system, lack of a clear framework for multicultural education, etc. Furthermore, barriers to multicultural education in the curriculum implementation are hidden curriculum, the inability of teachers to implement multicultural education, etc. Finally, barriers to multicultural education in curriculum evaluation are misconception of evaluation and limited evaluation methods.

Originality/value

To the best of the authors’ knowledge, this study is the first one that presents the experts' viewpoints and experiences on the barriers to multicultural education in Iran.

Details

Journal for Multicultural Education, vol. 16 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 6 February 2007

Jinsoo Terry

This paper aims to show the value of a direct handling of multicultural issues and some of the details of how to go about motivating a multicultural workforce.

8657

Abstract

Purpose

This paper aims to show the value of a direct handling of multicultural issues and some of the details of how to go about motivating a multicultural workforce.

Design/methodology/approach

Completely empirical, all based on hard‐won experience in several companies although only one is shown here.

Findings

The potential gain from properly addressing multicultural issues is huge.

Research limitations/implications

This paper provides an empirical, hands‐on, front line view of the multicultural situation, not an academic or theoretical view. The information has been tested and works.

Originality/value

This paper presents information not otherwise available due to the personal, hands‐on experience in this subject by this author.

Details

Industrial and Commercial Training, vol. 39 no. 1
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 14 June 2011

Mokter Hossain and Hasan Aydin

Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad…

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Abstract

Purpose

Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a democratic society. Based on the advanced and interactive features, Web 2.0 technologies could be appropriate media to build many virtual collaborative societies among students in local and global classrooms. Students and teachers from any corner of the world would be able to participate in such virtual communities to practice effective multicultural skills with no or minimum cost. The purpose of this paper is to address these issues.

Design/methodology/approach

This is a conceptual framework of a Web 2.0 model. This paper focuses the background of Web 2.0 technologies and multiculturalism and a feasibility study of using Web 2.0 technologies in the teaching and learning of multiculturalism, and depicts a conceptual framework involving use of a Web 2.0‐based collaborative model for a multicultural classroom using one of the simple but powerful Web 2.0 tools, blogging technology.

Findings

Web 2.0 technologies could be crucial tools for students, teachers, educators and social workers to build and participate in many virtual collaborative societies to practice effective skills of multiculturalism.

Social implications

Participants from different corners of the world are able to participate in virtual communities simultaneously to practice effective multiculturalism.

Originality/value

This is a newly developed model.

Details

Multicultural Education & Technology Journal, vol. 5 no. 2
Type: Research Article
ISSN: 1750-497X

Keywords

Article
Publication date: 12 June 2009

James McShay and Patricia Randolph Leigh

The purpose of this paper is to describe the double infusion (DI) model, which was developed to offer technology and multicultural teacher educators a systematic process for…

Abstract

Purpose

The purpose of this paper is to describe the double infusion (DI) model, which was developed to offer technology and multicultural teacher educators a systematic process for helping prospective teachers to become proficient in using technology to enhance student learning in K‐12 environments, while they work toward strengthening their own conceptions of critical multicultural education.

Design/methodology/approach

This paper reports on the implementation and conceptual analysis of this DI model, which was piloted in a 16‐week graduate level instructional technology course for future educators. Data collected for this analysis included student course projects, a focus group interview with students, and an interview with the course instructor.

Findings

The preliminary findings for this pilot project yielded that the participants had the critical dispositions needed to understand and make meaning of the “doubly infused” content, however, the opportunities they had in their graduate programs to reflect upon how these ways of thinking can be reflected in technology‐based applications were few to non‐existent.

Originality/value

The authors found that the organizational structure of teacher education programs plays a critical role in helping students to envision how technology can be used to support the learning goals of critical multicultural education, and conversely, how critical multicultural education, can be used to support learning within a technology context.

Details

Multicultural Education & Technology Journal, vol. 3 no. 2
Type: Research Article
ISSN: 1750-497X

Keywords

Book part
Publication date: 9 February 2023

Ravind Jeawon and Daryl Mahon

In this chapter, Ravind Jeawon and I discuss the ideas around being responsive to diversity in an evidence based manner. Although this chapter belongs within the evidence based…

Abstract

In this chapter, Ravind Jeawon and I discuss the ideas around being responsive to diversity in an evidence based manner. Although this chapter belongs within the evidence based responsiveness section discussed in the previous chapter, we both considered it essential to provide a whole chapter on its theory and application, as it is an integral area often overlooked in clinical training and provided a curtesy overview during ongoing professional development and clinical supervision. The multicultural literature uses different terminology to refer to the practice of responsiveness, we discuss these ideas and the evidence base for them, while introducing the reader to other processes and theories which will help developing practitioners make sense of what can be a vastly complex area of clinical work. Several adapted, real life case examples are drawn from Ravind’s clinical experience to encourage reflection and provide insight into these processes.

Details

Evidence Based Counselling & Psychotherapy for the 21st Century Practitioner
Type: Book
ISBN: 978-1-80455-733-4

Keywords

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